Promote Quality Education Research Articles

Sustainability Management at the Federal University of Mato Grosso do Sul - Brazil: Integrating Institutional Projects with the SDGs

The Federal University of Mato Grosso do Sul (UFMS) is the largest educational institution in the Midwest of Brazil, with its quality in teaching, research, extension, management, and infrastructure recognized at national and international levels. In 2023, the university received the highest rating in the institutional assessment conducted by the Ministry of Education (MEC), the government body responsible for promoting quality education in the country, and for the first time, ranked in the top 100 global in the UI GreenMetric World University Ranking. UFMS was considered the 74th most sustainable university out of 1,183 institutions evaluated, and the 5th in the country. The university implements various good practices aligned with each of the Sustainable Development Goals (SDGs) of the United Nations (UN) 2030 Agenda. The aim of this work is to present some of these practices, with an emphasis on incorporating the SDGs into the university's teaching, research, and extension projects. In a quantitative and descriptive analysis, from 2018 to 2023, there have been over 20,000 projects registered at UFMS with more than 45,000 SDGs indicated. It is hoped that this study can inspire other institutions regarding the importance of meeting the SDGs.

Evaluation Methods of General Requirements Courses and their Role in Improving Academic Performance and Graduate Attributes Among Taif University Students: Implications for Achieving SDG 4

Objectives: This study aims to investigate the impact of different evaluation methods on academic performance and graduate attributes among Taif University students. Theoretical Framework: The research aligns with the strategic goal of Taif University, represented by the Deanship of Ancillary Studies, to equip graduates with competitive attributes that meet labor market demands through enhanced academic performance. Method: Employing an analytical descriptive approach, the study utilized the Graduate Attribute Scale and analyzed the academic results of a randomly selected sample of 459 students. The participants’ performance in various general requirement courses was assessed across Levels One, Three, Five, Two, Four, and Six during the first semester. Results and Discussion: The findings indicated a significant improvement in students’ academic performance at Level Five compared to Levels One and Three. This improvement was attributed to the diversity in evaluation methods applied. Additionally, graduate attributes demonstrated notable enhancement at Level Six compared to Levels Two and Four, correlating with the varied evaluation strategies implemented in general requirements courses. The study suggests that diversifying assessment approaches can positively influence both academic performance and the development of graduate attributes. Research Implications: These results underscore the importance of implementing varied evaluation methods in university curricula to boost student capabilities and prepare them effectively for professional challenges. Originality/Value: The study contributes to the academic field by providing empirical evidence on the positive role of diverse evaluation methods in enhancing student performance and graduate attributes, offering insights for curriculum designers and policymakers at higher education institutions. This aligns with the Sustainable Development Goal (SDG) 4, which promotes quality education and lifelong learning opportunities for all.

POLÍTICAS PÚBLICAS EDUCACIONAIS NO AMAZONAS: UM ESTUDO DAS ESPECIFICIDADES REGIONAIS

This article discusses the implementation of Public Educational Policies in the State of Amazonas, addressing its particularities and the challenges faced in one of the richest regions in diversity, but also marked by educational inequalities. Although the Federal Constitution of Brazil, in articles 6 and 205, guarantees the right to education, the Amazonian reality reveals the need for a more in-depth look at the quality of education. The research investigates whether secretariats and technical teams are properly prepared to create and implement policies that transcend mere access to education. The central hypothesis is that the lack of qualified professionals in the State compromises the effectiveness of these policies, which requires an approach that prioritizes the interests of the school community and students, promoting quality education that meets local specificities.

DESAFIOS E POSSIBILIDADES DA GESTÃO EDUCACIONAL: INOVAÇÃO E MELHORIA NA TOMADA DE DECISÕES

The theme “Challenges and Possibilities of Management in Education” explores the complexity and opportunities present in contemporary educational management. The main objective of this work is to analyze the challenges faced by educational managers in managing resources and implementing public policies, identifying innovative strategies that promote efficiency and continuous improvement in the quality of education. The research seeks to answer the question: how can educational managers face the challenges of managing resources and implementing public policies, while seeking innovation and continuous improvement in the quality of education in public institutions? The methodology used included a literature review on educational management. The results indicate that, despite the scarcity of resources and social inequalities, educational management offers numerous possibilities, such as the integration of digital technologies, the strengthening of participatory management, strategic planning oriented towards results and the development of educational leaders. Public-private partnerships emerge as an effective alternative to enhance resources and knowledge, contributing to the continuous improvement of school practices. The conclusion highlights the importance of proactive and innovative management, capable of adapting to changes and promoting quality education and inclusion.

Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement

Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement

Promoting Language Learning and Social Inclusion in British and Irish Language Centres

As part of an integrated approach to promoting quality education, diverse linguistic and cultural backgrounds as well as inclusive modalities must be considered as key indicators and be incorporated into educational programs (Council of Europe, 2020). This paper investigates how British and Irish University Language Centres present their services, facilities, and language courses to university students and the community in general. The main focus of this study is to understand which factors University Language Centres are emphasizing to foster “inward” and “outward” inclusive education for an effective participation in society. For this purpose, the content and language of a corpus of University Language Centre websites are examined in order to understand how universities are working towards a more multilingual, inclusive, and integrated community. In particular, the data collected refer to specific issues which signal the openness of the centres to welcome diversity and provide learners with the skills and tools to enter a new and more respectful world. As part of the study, we explore the way facilities for students with learning differences and sign language courses are signposted in the context of a broader integration (Heslinga & Nevenglosky, 2012).

BADT and Dentinal Tubules promote quality education to Congress delegates

BADT and Dentinal Tubules promote quality education to Congress delegates

Integration of experiential learning and conversational framework in curriculum development – role of 4C’s and student engagement in rural management education

Purpose The purpose of the study is to enhance the quality of education in rural management through the inclusion of students’ voices, namely, active participation in the curriculum development intervention. This approach aims to foster critical thinking, collaboration, communication and creativity, thereby enhancing student engagement and in turn leading to quality education. Design/methodology/approach This methodology outlines an inductive approach using focus group discussions (FGD) and thematic analysis to explore and understand the constructs related to the impact of students’ voice on quality education. Curriculum development in rural management was used as an intervention to assess the impact of the inclusion of students’ voice. This study’s inductive approach and qualitative methods provide a rich understanding of students’ experiences and perspectives. Findings The findings from the FGD and thematic analysis provided insights into the inclusion of students’ voice in rural management curriculum development, an intervention that enhanced the 4C’s (collaboration, communication, creativity and critical thinking) of learning and student engagement. The emerging themes illustrated the intervention’s positive effects on quality education. Research limitations/implications This research extends the current knowledge by shedding light on integrating Kolb’s experiential learning theory with Laurillards’ conversational framework in achieving quality education in rural management which has not been extensively explored. Practical implications The paper underscores the importance of students’ voice in quality education. It provides a basis for policymakers to mandate that higher education institutions increase student engagement, thereby promoting quality education. Originality/value The findings contribute to the existing body of knowledge in the field of quality education (Sustainable Development Goal 4) in rural management. The results of our study provide a novel perspective on the experiential learning of students, which has practical implications and advances the understanding of quality education for sustainable development in business education.

STAFF MOTIVATION IN THE PROVISION OF QUALITY EDUCATION IN PRIMARY SCHOOLS IN BUNDA DISTRICT, TANZANIA

This study dealt with staff motivation in the provision of quality education in primary schools in Bunda District, Tanzania. Despite the efforts by the government, NGOs, parents and other stakeholders in promoting quality education, the quality of education in Bunda primary schools, in particular, is still a challenge. It employed a descriptive survey research design. The target population was 109 primary schools, 1290 teachers, 2450 parents and 1 district education officer. The researcher used 30% to get a sample size of 28 out of 109 head teachers. The researcher also considered using Saunders, Philip, and Adrian's (2003) table to get a representative sample of 278 teachers from the population of 1290 and 370 parents from 24650, respectively. Data collection instruments were questionnaires and interview schedules. Validity was established by giving the instruments to the experts in the Department of Education Administration Planning and Economics of Kisii University to ascertain. The reliability was ascertained by a pilot study conducted in the same district among the head teachers who were not included in the final study population. From the schools where the five head teachers were stationed 10 teachers were randomly selected for the pilot study, and 13 parents were also randomly selected. Split-Half technique was employed for the test. Pilot questionnaires were divided into two equivalent halves, and their correlation coefficient for the two halves was computed using the Spearman-Brown prophecy formula, describing the internal consistency of the test and then showing that the instrument was reliable. A correlation coefficient of 0.70 was obtained and recommended as reliable. The findings revealed that 16 (57.1 %) of headteachers reported that pupils are motivated by the provision of certificates whenever they do anything exemplary, while 12 (49.9 %) indicated that they are motivated by providing them with special meals. The study concluded that motivation was done by rewarding performing head teachers and staff in various ways. The study recommended that motivation by rewarding performing head teachers, staff and pupils be encouraged in various ways. The researcher sought permission from the National Council for Science Technology and Innovation (NACOSTI) through Kisii University as required. The researcher equally got permission from the Bunda District Education Officer. The respondents were assured of strict confidentiality. The researcher acknowledged all sources referred to so as to avoid plagiarism.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0745/a.php" alt="Hit counter" /></p>

Promoting quality education through blended learning during and post COVID-19 pandemic

Purpose The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic. Design/methodology/approach The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study. Findings The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning. Research limitations/implications The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era. Practical implications This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics. Originality/value As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.

Current Status and Insights of Undergraduate Teaching Reform in Urban and Rural Planning under the Context of “Emerging Engineering Education”

Under the background of “Emerging Engineering Education,” the Urban and Rural Planning major faces significant challenges in teaching reform. This study thoroughly analyzes the current status of undergraduate teaching reform in Urban and Rural Planning in China, revealing that the reform has achieved notable results in promoting teaching quality and enhancing students' comprehensive abilities. The reform has updated teaching concepts, emphasized interdisciplinary integration and practical ability cultivation, and reinforced practical teaching by updating course content and teaching methods, effectively improving students' practical skills and innovation abilities. However, challenges such as insufficient practical teaching resources and incomplete innovation ability cultivation mechanisms remain. Drawing on successful domestic and international teaching experiences in Urban and Rural Planning, this study proposes recommendations such as strengthening interdisciplinary integration, deepening industry-university cooperation, innovating teaching methods, and improving the practical teaching system. In the future, undergraduate teaching reform in Urban and Rural Planning should further focus on interdisciplinary integration, industry-university-research collaboration, teaching method innovation, and the construction of a practical teaching system to meet the development needs of the Urban and Rural Planning field in the new era, contributing more wisdom and strength to China's sustainable urban and rural development.

Towards Entrepreneurial Campus Sustainability: Integrating Artificial Intelligence for Resource Allocation in Business Management

This research delves into the utilization of artificial intelligence (AI) within the framework of campus resource allocation, with a primary focus on enhancing business management practices and fostering entrepreneurial sustainability within educational institutions. Through an innovative amalgamation of AI technology and SmartPLS methodology, the study constructs a comprehensive analytical framework aimed at tackling the multifaceted challenges inherent in resource allocation within campus environments. The findings underscore the transformative potential of AI integration in optimizing resource utilization, identifying efficiency gains, and nurturing entrepreneurial endeavors. This paper distinguishes itself from existing studies by presenting a novel approach that emphasizes the unique contributions of AI-driven solutions in both methodological innovation and practical application. By harnessing SmartPLS alongside AI, the research facilitates more accurate resource demand forecasting and enables adaptive decision-making processes, thereby contributing to the Sustainable Development Goals (SDGs), particularly in promoting quality education and sustainable management practices. The study also provides a detailed technical implementation of AI algorithms, offering valuable insights into their development and application within campus settings. The broader implications for the educational sector are explored, considering the scalability and adaptability of the proposed solutions in various educational contexts. Furthermore, the research contributes to theoretical advancements by pioneering the integration of AI and SmartPLS in campus management research, offering a fresh perspective on economic, environmental, and social impact assessments of AI-driven solutions.

School Heads' Experiences on the Conduct of Classroom Observation

This phenomenological study examines the experiences of school heads in the Panabo South District during classroom observations, an essential aspect of their instructional leadership. Using frameworks like the Results Performance and Management System and National Competency-Based Teacher Standards, the study explores how these school heads promote quality teaching, supervise learning, and coordinate curriculum implementation. Through Key Informant Interviews and Focus Group Discussions, the study explores how these school heads use classroom observations to improve teaching quality, promote professional development, and ensure effective curriculum implementation. Data were gathered through in-depth major Informant Interviews and Focus Group Discussions, then analyzed thematically to discover and interpret significant themes and patterns in the participants' experiences. The data show that classroom observations have a significant impact on improving teaching practices and student outcomes while also promoting teacher development. Despite problems such as balancing responsibility and supportive leadership, the study emphasizes the importance of observations in aligning teaching methods with curriculum objectives. Practical ideas are made to improve observation techniques and strengthen instructional leadership.

The alpha generation in the face of learning technologies

Different generations have different characteristics. The Baby Boomers Generation presents linear reasoning, following all stages of learning. Generation X adapts easily to technology. Generation Z, born in the late 90s and early 2000s, is the first to be born in a mostly digital and connected era. The Alpha Generation, made up of children born since 2010, was also born in the digital era, but their relationship with technology is much greater, as its use is intuitive. This bibliographical study aims to highlight the profile of the Alpha generation, its characteristics and its conduct towards the educational process, as well as the teaching and learning process of this new generation, which is characterized by immersion in digital technologies, investigating the emotional and social presence in it. The study shows that school spaces, public and private, must invest in technological resources and specialized professionals to promote quality education through digital media, as it will be imperative that new generations, from Alpha onwards, will be increasingly immersed in the context of digital technology.

Examining the influence of technological self-efficacy, perceived trust, security, and electronic word of mouth on ICT usage in the education sector

The context of education has changed due to revolutionary developments in the information communication technology (ICT) industry in the post-COVID era. Innovative learning methods were introduced in the education sector to promote quality education. The students find it more convenient to use ICT tools to integrate their knowledge-seeking. China has recently paid more attention to developing and adopting electronic infrastructure. The study assesses the effect of technology self-efficacy (TSE) on ICT acceptance and implementation in China’s education sector. It also analyzed the role of perceived trust, perceived security, and electronic word of mouth (eWOM) in integrating digital information sharing and interaction tools. Data is collected from 382 business students at Chinese universities. The results revealed that perceived trust mediates the relationship between TSE and the actual use of ICT tools, intention to use ICT tools for information, and intention to use ICT tools for interaction. Further, perceived security and eWOM significantly moderate the relationship between TSE and perceived trust. The findings indicate that it is essential to offer assistance and instruction to students in the educational sector so they can use ICT technology more frequently. It is also crucial for organizations to establish a supportive culture and provide the necessary technological resources to facilitate the use of ICT.

Advancing teacher competencies: assessing the influence of faculty development programs (FDP) on embracing modern innovations in teaching

PurposeThe present research aimed to examine the role of FDP in enhancing the teachers' competencies through modern technological tools and innovative teaching methods. And also, to evaluate the impact of FDPs on teachers' attitudes and motivation to integrate modern teaching innovations into their classroom practices.Design/methodology/approachUsing a pre-post study design, the study was conducted in two phases, Phase I was conducted one week before conducting FDP (14th to 20th August 2023) and Phase II was conducted after one week of FDP (15th to 21st September 2023). The data were gathered through structured questionnaires from the participants in FDP and collected data were processed and analyzed through a statistical package for social sciences.FindingsThe study found that undergoing FDP by teachers significantly influences the adoption of advanced pedagogical approaches and technology integration during their teaching practice. This indirectly helps in promoting quality education at large and contributes to the UNSDG-4. The study also revealed that the effective FDP not only helps in advancing teaching methods but also influences instructors' philosophies and attitudes towards students' overall learning and development.Practical implicationsThese findings have several key implications for higher education institutions, policymakers and teachers at large. Firstly, HEIs should prioritize undertaking FDPs that promote in adopting advanced pedagogical approaches. This indirectly equips the instructors with the knowledge and skills necessary to integrate modern teaching methods into their real classroom practices. Further, by adopting FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.Originality/valueAdvancing education for enhancing the overall quality of learning depends on the competencies of instructors. The competencies of instructors rely upon the involvement of instructors in life-long learning, level of adoption of technology, innovative approaches used, etc. This study may help higher education institutions adopt FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.

The educational development of university teachers: mapping the landscape

This article presents the results of a scoping review designed to explore the current state of knowledge about the educational development of university teachers. More specifically, the study examined the definitions attributed to educational development, its aims, the factors that foster it and the variables studied in this field. A thematic analysis was conducted on 98 scholarly documents published between 2000 and 2022. The results indicate that the field of educational development is mainly characterized by ideological and political rather than scientific dimensions. Consequently, the focus is on desired changes in educational development, reflecting a high degree of desirability. Furthermore, the results highlight the individualistic nature of the starting point of professional learning process, suggesting that institutional conditions and resources should be adapted to accommodate the diversity of learning trajectories. This study contributes to a comprehensive understanding of the complex landscape surrounding the educational development of university teachers, highlighting the need for nuanced approaches to promote teaching quality and professional development in the context of higher education.

Examining the roles of traditional leaders in promoting quality education in Ghana

PurposeThe government of Ghana since independence has undertaken steps to develop educational infrastructure setup. This notwithstanding, the educational sector is beset with challenges such as low-quality education and low enrolment rates in Senior High Schools (SHS) of children from large households, among others. Given the myriad of challenges bedevilling the education sector, there have been calls for collaboration among public leaders to promote education. The paper, therefore, examines traditional leaders' roles in promoting quality education in Ghana.Design/methodology/approachThrough a desk review approach, the study examines the role of traditional leaders in promoting quality education in Ghana. This approach was adopted due to its flexible nature.FindingsThe study found that traditional leaders have provided educational materials and resources to deprived schools. They have established scholarship schemes for needy but brilliant students, promoted gender parity in education, constructed educational facilities and promoted a healthy teaching environment.Practical implicationsThe paper provides stakeholders in Ghana’s educational sector with the opportunity to review educational policies and include traditional leaders to influence educational policies. The recommendations call for support from the GETFUND and Scholarship Secretariat of Ghana to assist community-initiated projects and scholarship schemes established by traditional leaders.Originality/valueThe paper provides evidence to support the importance of traditional leadership, which has come under criticism from a democratisation perspective in contemporary times.

UNDERSTANDING THE PERCEPTION OF EFFECTIVE LESSON PLANNING

Education and training activities have an important role in the development of countries. Based on these activities, teachers are the key players. For this reason, quality teachers must be prepared to promote quality education and instructional activities.This article discusses the qualities of highly effective teachers and provides some useful tips based on some recent researches.

Quality management strategies for educational institutions: Promoting excellence in teaching and learning

The aim of this study was to investigate quality management strategies in educational institutions, with an emphasis on promoting excellence in teaching and learning. It was assumed that quality in education is fundamental for the academic and personal development of students. Therefore, the research focused on how institutions can achieve and maintain high standards of quality. The methodology employed in this study involved a literature review that addressed theories and practices related to quality management in educational contexts. Theoretical references and case studies were considered to identify effective strategies for promoting quality. Quality in education, which goes beyond the transmission of knowledge, is a global concern. Quality management in education is a dynamic process that requires commitment and collaboration. Effective school management is crucial for promoting quality education. The implementation of a Quality Management System (QMS) is essential to ensure equitable and high-quality education. Quality management in education is an investment in the future.